Re/thinking Curriculum Inquiry in the Posthuman Condition: A Critical Posthumanist Stance

Autor/inn/en	du Preez, Petro; le Grange, Lesley; Simmonds, Shan
Titel	Re/thinking Curriculum Inquiry in the Posthuman Condition: A Critical Posthumanist Stance
Quelle	In: Education as Change, 26 (2022), Artikel 11460 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (du Preez, Petro) ORCID (le Grange, Lesley) ORCID (Simmonds, Shan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
Schlagwörter	Curriculum; Inquiry; Humanism; Critical Theory; Ideology; Educational Research; Educational Theories; Ecology; Foreign Countries; Epistemology; Phenomenology; South Africa + Suchen Sie Ihr Suchwort? Curricula; Lehrplan; Rahmenplan; Humanismus; Kritische Theorie; Ideologie; Bildungsforschung; Pädagogische Forschung; Educational theory; Theory of education; Bildungstheorie; Ökologie; Ausland; Erkenntnistheorie; Phenomenological psychology; Phänomenologie; Psychologie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In the reconceptualisation era of curriculum studies, scholars drew on a range of theories such as existentialism, phenomenology, psychoanalysis, feminism, poststructuralism, and especially critical theory. They used critical theory as a lens to examine the influence of social and political forces on curriculum, in particular the role of dominant ideologies on schooling and higher education in capitalist societies. In this article we explore some of the limitations this has, especially with regard to the current posthuman condition, without repudiating all the benefits that it has offered. Then we re/think curriculum studies in the posthuman condition, drawing on insights from a particular strand of posthumanism, critical posthumanism. We experiment with the real, as well as with what a reconceptualised subject (one that is ecological) might mean for curriculum inquiry in South Africa. In our exploration, we re/think the curriculum concepts: curriculum-as-lived, curriculum as complicated conversation, and "currere." (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://unisapressjournals.co.za/index.php/EAC
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01